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Considerations in Selecting Developmental Screening and Assessment Measures. Laurie Ford Dept. of Educational & Counselling Psychology & Special Education- UBC Mary Stewart Infant Development Program Early Childhood Education- UBC Early Childhood Assessment Conference - PowerPoint PPT Presentation
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Considerations in Considerations in Selecting Developmental Selecting Developmental
Screening and Screening and Assessment MeasuresAssessment Measures
Laurie FordDept. of Educational & Counselling Psychology
& Special Education- UBCMary Stewart
Infant Development ProgramEarly Childhood Education- UBC
Early Childhood Assessment ConferenceVancouver, BC - May 21, 2009
Objectives for the SessionObjectives for the Session• Review a framework for selecting a screening and
/or assessment tools
• Discuss the important considerations when selecting a screening or assessment tool
• Discuss common assessment terms
• Discuss types of assessments
• Critical evaluation of screening and assessment tools commonly used in ECE.
Getting to Know YouGetting to Know YouIn partners:• Introduce yourself• Where you are from and what work you
do.• What is one question you want answered
from this workshop.After 5 minutes:• Introduce your partner to the group and
list your question.
EvaluationEvaluation
Who uses developmental screening tools on a regular basis?
What screening or assessment tools are used?
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
1. Screening and assessment should be viewed as services- as part of the intervention process and not only as a means of identification and measurement.
AssessmentIntervention
Evaluation
Diagnostic assessment
Screening
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
2. Processes, procedures and instruments intended for screening and assessment should only be used for their specific purpose.
What is assessment?What is assessment?
• Why do we do assessments with children in our programs?
Assessment MethodsAssessment Methods• Observation
– Children– Children and Adults
• Informal and structured interviews – with children– with parents and child care providers
• Rating scales or questionnaires• Direct Assessment
Screening
Assessment
DiagnosticAssessment
Screening is a brief evaluation to identify which children need
further more in-depth assessment
Screening Screening
Sensitivity: Ability of the test to correctly identify children with developmental delay
Specificity: Ability of the test to correctly identify children without developmental
delays
ScreeningScreening
Assessmnt
Assessment is the process of obtaining information for the purposes of making evaluative decisions.
To identify child and family strengths and need and to propose strategies
for intervention.
AssessmentAssessment
Norm- referencedNorm- referenced• Focus on comparing a child’s performance
to other children (their relative development)
Criterion-referencedCriterion-referenced• Identify what skills a child has and had not
yet developed (compared to themselves)
AssessmentAssessment
Diagnostic approaches tend to identify whether a children have significant
symptoms of certain conditions
Diagnostic AssessmentDiagnostic Assessment
StandardizedStandardized
The standard materials used in each situation.
The standard method of presentation of materials in each situation
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
3. Multiple sources of information should be included in screening and assessment
Multiple sourcesMultiple sourcesScreening & Assessment
Tools
ParentsChild Care Providers
Child
Child in Different Child in Different EnvironmentsEnvironments
Child in the parkcommunity
Child Care settingFamilyChild
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
4. Developmental screening should take place on a recurrent or periodic basis. It is inappropriate to screen young children only once during their early years. Similarly, provisions should be made for reevaluation or reassessment after services have been made.
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
5. Developmental screening should be viewed as only one path to more in-depth assessment. Failure to qualify for services based on a single source of screening information should not become a barrier to further evaluation for intervention services if other risk factors (e.g. environment, medical, familial) are present.
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
6. Screening and assessment procedures should be reliable and valid.
• Reliability: how reliably an instrument or rater measures a variable
• Validity: the degree to which a test measures what it is intends to measure
AssessmentAssessment
What population was this test “normed” on?
AssessmentAssessment
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
7. Family members should be an integral part of the screening and assessment process. Information provided by family members is critically important for determining whether or not to initiate more in-depth assessment and for designing appropriate intervention strategies. Parents should be accorded complete informed consent at all stages of the screening and assessment process.
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
8. During screening or assessment of developmental strengths and problems, the more relevant and familiar the tasks and setting are to the child and the child’s family, the more likely it is that the results will be valid.
Which “shoe” will child Which “shoe” will child know?know?
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
9. All tests, procedures and processes for screening or assessment must be culturally sensitive.
Guidelines for screening Guidelines for screening and assessmentand assessment
(Miesels and Provence, 1989)
10. Extensive and comprehensive training is needed by those who screen and assess very young children.
Some Common Some Common Screening ToolsScreening Tools• Ages & Stages Questionaire (ASQ)
• Parkyn Screen• Nipissing District Developemental Screen
(NDDS)• Denver-II• Developmental Indicators of the Activities
for Learning (DIAL-3)• Early Screening Inventory- Revised (ESI-R)• Brigance Screening
Ages & Stages Ages & Stages Questionnaire (ASQ)Questionnaire (ASQ)
• Squires, Potter, & Bricker (1999)• Publisher: Paul H. Brookes• Caregiver Report is the informant• Families and children between the
ages of 4 and 60 months
Ages & Stages Ages & Stages Questionnaire (ASQ)Questionnaire (ASQ)
Training Administration & Scoring Requirements:Questionairres are written at a 6th grade reading level
Each questionairre takes about 15 minutes to complete
Interpretation must be done by professionals or para professionals
Training materials provided in Users Guide and extra video is also available
No adaptation for individuals with disabilities
Ages & Stages Ages & Stages Questionnaire- Social Questionnaire- Social Emotional (ASQ-SE)Emotional (ASQ-SE)
Can be administered by parents, child care providers, and preschool teachers. If parents, staff should train parents
Designed to compliment the ASQ by providing information on social-emotional functioning for children 3 months to 66 months
Nipissing District Nipissing District Developmental Screen Developmental Screen
(NDDS)(NDDS)• 13 versions (1 month to 6 years)• Number of items 4 to 22• Vision, hearing, speech-language, gross
motor, fine motor, cognitive, self-help• English, French, Spanish, Chinese,
Vietnamese• Developed in Ontario during the mid 90s
Early Screening Early Screening Inventory- Revised (ESI-Inventory- Revised (ESI-
R)R)• Examines development in three major
areas:– Visual-Motor/Adaptive– Language and Cognition– Gross Motor
• Examine in each each area but you also get a total score
Early Screening Early Screening Inventory- Revised (ESI-Inventory- Revised (ESI-
R)R)• Brief developmental screening instrument that
is individually administered to children ages 3 to 6 years.
• Designed to identify children who may be in need of special services to perform successfully upon school entry
• ESI-P: Preschool Version 3 yrs-4 yrs 6 mos• ESI-K: Kindergarten Version 4 yrs 5mos -5 yrs
6 mos.
Early Screening Early Screening Inventory- Revised (ESI-Inventory- Revised (ESI-
R)R)• Visual-Motor/Adaptive
– Fine Motor– Eye Hand Coordination– Short term Memory
• Language & Cognition– Language comprehension– Verbal Expression– Reason & Count– Auditory Sequences
• Gross Motor
Common Developmental Common Developmental Assessment ToolsAssessment Tools
• Cognitive - Level C– Bayley Scales of Infant Development- 2nd Edition– Stanford-Binet Scales of Intelligence - 5th Edition– Wecshler Preschool & Primary Scale of
Intelligence - 3rd Edition– Kaufman Assessment Battery for Children - 2nd
Edition– Leiter - Revised
? Others you have seen ?
Bayley Scales of Infant Bayley Scales of Infant Development - 2nd Development - 2nd
EditionEdition• Designed for children from birth to 3
years, 6 months
• Includes a mental and a motor scale
• The mental scale measures cognitive, sensory, and early language skills but just gives you an overall score
Common Developmental Common Developmental Assessment ToolsAssessment Tools
• Language Tests– Peabody Picture Vocabulary Test - 4th
Ed– Expressive Vocabulary Test– Bracken Basic Concept Scale-Revised
• Multiple Domain Tests– Mullen Scales of Early Learning– Battelle Developmental Inventory - 2nd
Ed
Peabody Picture Peabody Picture Vocabulary Test - 4th Vocabulary Test - 4th
EditionEdition• Used with a wide age range starting at 2 years, 6 months to 90+
• Best thought of as measure of receptive language.
• The child has to point to the correct of 4 pictures.
• Used by psychologists and speech-language pathologists
Battelle Developmental Battelle Developmental Inventory, Inventory, 22ndnd Edition Edition
Jean NewborgJean NewborgRiverside Publishing/Nelson CanadaRiverside Publishing/Nelson Canada
Domains and Sub-domains Domains and Sub-domains of the BDI2of the BDI2
Attention and Memory
Reasoning and Academic Skills
Perception and Concepts
Gross Motor
Fine Motor
Perceptual Motor
Receptive Communication
Expressive Communication
Adult Interaction
Peer Interaction
Self-Concept and Social Role
Self-Care
Personal Responsibility
Motor DomainCommunication Domain
Personal-Social Domain
Adaptive Domain
Cognitive Domain
Some Common Criterion Some Common Criterion Referenced Assessment Referenced Assessment
ToolsTools• Gessell• Brigance Diagnostic Inventory of Early
Development- Revised• Assessment, Evaluation, and Programming
System (AEPS)• Hawaii Early Learning Profile (HELP)• Others?
Gesell Developmental Gesell Developmental SchedulesSchedules
• A developmental schedule used primarily with infants and very young children
• Examines fine and gross motor, communication, personal-social, and adaptive behaviors in children 4 to 72 months
• Developed to help describe key benchmarks.
• Will provide a Developmental Quotient (DQ) but mostly reported as age-equivalents.
Brigance Diagnostic Brigance Diagnostic Inventory of Early Inventory of Early
DevelopmentDevelopment• Direct child and parent assessment; parent observations
• Birth to 7 years of age• Training: The examiner should have
in depth knowledge of child development and be familiar with the manual procedures
Assessment, Assessment, Evaluation, and Evaluation, and
Programming System Programming System (AEPS)(AEPS)Bricker, Cripe, & Slentz (1993)
Paul H. Brookes
Assessment, Evaluation, Assessment, Evaluation, and Programming and Programming
System (AEPS)System (AEPS)• Observation, direct assessment, and parent/caregiver/therapist report
• Age Range (two versions): Birth to 3 years: 3 to 6 years
• Designed to be used on an on going basis to monitor progress
• Can be used by direct service personnel and specialists
Hawaii Early Learning Hawaii Early Learning Profile (HELP)Profile (HELP)
• Two versions - Birth to Three and Preschool (3 to 6 years)
• Areas include: cognitive (including receptive language), expressive language, fine & gross motor, self-help adaptive, and social.
• Allows for adaptations for students with special needs.
• Home and Center based formats